Nikolai Dmitrievich Neustroev ¹, Anna Nikolaevna Neustroeva ¹, Tuyara Alekseevna Shergina ¹, Venera Petrovna Marfusalova ¹, Nadezhda Vladimirovna Okonechnikova ¹, Tatiana Michailovna Borisova ¹, Evdokia Eduardovna Sidorova ¹

Affiliations
1 North-Eastern Federal University in Yakutsk, Yakutsk, RU

Abstract

Background/Objectives: Article describes the best practices in the development of an educational program for the teacher’s vocational training for nomadic and small schools of the northeast of Russia. Methods/Statistical Analysis: An ethnic and teaching education concept has been developed at the laboratory, demand and possibility of special training of teachers for underfilled and nomad schools of the North have been studied. For this research such techniques were used as studying laws and regulations, observing the educational process at underfilled and nomad schools and questioning students and teachers of today’s nomad schools. Findings: More than 70% of general education schools in the Republic of Sakha (Yakutia) are rural, same as all over Russian Federation, some of them are nomad. The article reveals the contents and structure of new experience of the tutor training program at the North-Eastern Federal University. The multi-profiled teachers training of future elementary school teachers and tutor teachers of rural underfilled and nomad schools is focused on development of an active life style in the extreme camping conditions, knowledge of language, culture and traditional activity of the native small-numbered peoples of the North, readiness for teaching several disciplines, knowledge of cutting-edge information and educational technologies. A logic succession of modules, which aim at gradual development of common cultural, common occupational and special competencies of soon-to-be tutor teachers, was observed. A survey of students enrolled at this educational program justifies that soon-to-be tutors are more highly motivated and aware of employment at Northern distant schools than soon-to-be elementary school teachers lacking the extra profile. Applications/Improvements: Implementation of this educational program will allow for achieving positive outcomes such as maximum preservation of underfilled and nomad schools as the most important village-forming, social and cultural factor, providing life quality development in the national regions of Russia.

Keywords

Nomad School, Teaching Programs, Teachers Training Innovations in Russia, Underfilled School

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